1
farhangian university mathematics department of shahid beheshti.tehran
2
Master science of degree in Mathematics, IRAN.
3
Faculty member of Farhangian Uinversity, IRAN.
Abstract
The objective of this research is to study students' understanding of the concept of integral in the framework of APOS theory. Finding a method and approach leading to conceptual understanding of integral is a challenge faced by most of mathematics teachers. APOS theory is one that is used to study learning mathematical concepts at universities. This is a qualitative study using survey method. This paper reports the analysis of students' answers to seven questions about integrals of functions. According to the findings most students have failed to get a conceptual understanding of integral. They solve integral problems only if they have access to a routine solution. According to APOS theory most students are in action and process levels and a few manage to get higher levels and form a schema of integral.so we can use APOS to growth student undrestanding ib intrgral concept,for this we must work on teacher educvation in math.
alamian, V. , Ghaedi, M. and Habibi, M. (2019). INVESTIGATE THE LEVEL OF TWELFS GRADE STUDENT UNDRESTANDING IN INTEGRAL CONSEPT BY APOS THEORY. Research in Science Education, 5(14), 22-37.
MLA
alamian, V. , , Ghaedi, M. , and Habibi, M. . "INVESTIGATE THE LEVEL OF TWELFS GRADE STUDENT UNDRESTANDING IN INTEGRAL CONSEPT BY APOS THEORY", Research in Science Education, 5, 14, 2019, 22-37.
HARVARD
alamian, V., Ghaedi, M., Habibi, M. (2019). 'INVESTIGATE THE LEVEL OF TWELFS GRADE STUDENT UNDRESTANDING IN INTEGRAL CONSEPT BY APOS THEORY', Research in Science Education, 5(14), pp. 22-37.
CHICAGO
V. alamian , M. Ghaedi and M. Habibi, "INVESTIGATE THE LEVEL OF TWELFS GRADE STUDENT UNDRESTANDING IN INTEGRAL CONSEPT BY APOS THEORY," Research in Science Education, 5 14 (2019): 22-37,
VANCOUVER
alamian, V., Ghaedi, M., Habibi, M. INVESTIGATE THE LEVEL OF TWELFS GRADE STUDENT UNDRESTANDING IN INTEGRAL CONSEPT BY APOS THEORY. Research in Science Education, 2019; 5(14): 22-37.
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